Interprofessional education internships in schools: Jump starting change

Abstract

Placing our practicum students into an interprofessional education (IPE) practicum without prior course work is an unorthodox idea, however, it was discovered that the road to IPE success is not along a single pathway. This multi-case study explores the experience of seven cohorts of pre-service professionals from the faculties of Education, Nursing, Justice Studies, Kinesiology and Health Studies and Social Work who engaged in a 14-week, full-time interprofessional internship in inner-city schools. Findings suggest that this IPE practicum provided a forum for students to develop sophisticated communication skills and more fully respect the scope and breadth of each other's practice while working towards improving the quality of care for children through interprofessional collaboration. The discussion raises issues related to: the unique challenges of IPE in community-based settings, where lack of mentoring and issues related to “authenticity” emerge; “othering” and the ways in which discourse re-inscribes racist ways of knowing; and the value of co-constructed learning and the need to respond to emerging needs in context rather than in a linear, sequential process. Over two years, it was discovered that a seemingly backward approach to IPE moved our agenda forward in directions we had not anticipated.

Keywords:

• Interprofessional education
• practicum
• pre-service
• schools

Declaration of interest: The authors report no conflicts of interest. The authors alone are responsible for the content and writing of the paper.

Notes

1. Kinesiology is the study of human movement, including play; recreation; leisure; sport and physical activity from a biopyschosocial approach. The students in this study were in the Kinesiology “adapted physical activity and therapeutic recreation” program department, which studies the characteristics of persons with physical, sensory and multiple disabilities and the application of the adaptations necessary for healthy, active lives.

2. Classrooms were not organized by grade level but by a combination of age, social developmental level and cognitive ability. The school is typically a “stabilizing experience” used to transition students back to regular schools.

3. The youth live with 6–8 other children and are cared for by youth care workers as well as a host of other health care professionals including social workers, psychologists, nurses and occupational therapists.

4. Fetal Alcohol Syndrome Disorder.